What are some current research gaps and directions in cognitive load theory and language learning?

1 CLT basics

CLT distinguishes between three types of cognitive load: intrinsic, extraneous, and germane. Intrinsic load refers to the inherent difficulty of the learning content, which depends on the learner's prior knowledge and the complexity of the material. Extraneous load refers to the unnecessary or irrelevant information or activities that distract or interfere with the learning process. Germane load refers to the productive and beneficial cognitive processes that enhance learning, such as elaboration, organization, and integration. The main goal of CLT is to reduce extraneous load, manage intrinsic load, and increase germane load, so that learners can use their working memory efficiently and transfer information to their long-term memory.

2 CLT and language learning

CLT has been applied to various aspects of language learning, such as vocabulary, grammar, reading, writing, listening, and speaking. For example, some studies have suggested that using multimedia, such as pictures, animations, or sounds, can reduce extraneous load and increase germane load in vocabulary learning, as they can provide multiple modes of input and facilitate associations and recall. Other studies have suggested that using worked examples, such as model sentences or texts, can reduce extraneous load and increase germane load in grammar or writing learning, as they can provide explicit guidance and scaffolding for learners to imitate and adapt. However, these findings are not always consistent or generalizable, as they may depend on various factors, such as the learner's level, motivation, background, and preferences, the type and quality of the instructional materials and tasks, and the learning environment and context.

3 CLT challenges

One of the major challenges in applying CLT to language learning is how to measure and manipulate cognitive load. Unlike some other domains, such as mathematics or physics, language learning involves multiple skills, modalities, and domains of knowledge, which make it difficult to isolate and quantify the sources and effects of cognitive load. Moreover, cognitive load is a subjective and dynamic phenomenon, which may vary from moment to moment and from person to person, depending on their cognitive and affective states. Therefore, researchers have used different methods and instruments to assess cognitive load, such as self-reports, physiological measures, behavioral measures, or performance measures, but none of them are without limitations or drawbacks. Furthermore, researchers have used different ways to manipulate cognitive load, such as varying the difficulty, amount, or format of the learning content or tasks, but these may not always reflect the actual cognitive load experienced by the learners or capture the interaction between the different types of cognitive load.

4 CLT directions

Given the existing challenges, there is a need for more comprehensive research on CLT and language learning that can address some of the methodological and conceptual issues and gaps. Future research should focus on developing and validating reliable and valid measures of cognitive load in language learning contexts, exploring the optimal balance between different types of cognitive load, investigating the role of individual differences in moderating or mediating the effects of cognitive load, examining the impact of contextual factors on cognitive load, and evaluating the effectiveness of various instructional design principles based on CLT for language learning.

5 CLT implications

As a language teacher or learner, you can use CLT as a lens to evaluate and improve your own teaching or learning practices. To guide your reflection and action, consider how you assess and monitor cognitive load during language learning activities, how to adjust or adapt learning content or tasks according to cognitive load, how to balance or integrate the different types of cognitive load in language learning, and how to account for or accommodate individual and contextual differences that may influence cognitive load. Applying CLT to your own or your learners' language learning can enhance understanding of how the human mind works and can be optimized for learning. It can also increase awareness of the cognitive challenges and opportunities that language learning presents, and how they can be overcome or exploited. Ultimately, it can make language learning more effective, efficient, and enjoyable.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?